Oakes OTL Ed Exchange

Opportunity to Teach and Learn (OTTL)Education Justice CollaborativeEducation ExchangeNovember 21, 2003Data analysis from UCLA’s IDEA: 

Opportunity to Teach and Learn (OTTL) Education Justice Collaborative Education Exchange November 21, 2003 Data analysis from UCLA’s IDEA

What is opportunity to learn?: 

What is opportunity to learn? A common sense idea: People will learn only what they have a chance to learn. The chance to learn is affected by such things as the content of what is taught, time, resources (human or material), activities, conditions, relationships

What is “Opportunity to Learn”?: 

What is “Opportunity to Learn”? A research idea Developed in the 1970s & 1980s to help researchers understand why students they were studying were or were not learning what’s on tests. Focused first on what topics were covered and for how much time—breadth & depth Used to explain why students in different countries might do better than those in the US—e.g., algebra with Japanese and US 8th graders

What are “Opportunity to Learn” Standards?: 

What are “Opportunity to Learn” Standards? A policy idea If we have standards for what students need to learn and be able to do, we also need standards to make sure that their schools provide them with a chance to learn what the standards require

What is “Opportunity to Teach and Learn”?: 

What is “Opportunity to Teach and Learn”? A newer policy idea If we have standards for what students need to learn and be able to do, we also need standards to make sure that their schools provide them with a chance to learn what the standards require and If we expect teachers to enable students to learn the standards, we need to be sure that they have what they need to teach the standards.

Why do we care about “Opportunity to Teach and Learn”?: 

Why do we care about “Opportunity to Teach and Learn”? Understanding Fairness & equity Guide to action—where to make changes, invest resources, intervention

Digging a bit deeper: 

Digging a bit deeper

What is a standard?: 

What is a standard? A conspicuous object (as a banner) formerly carried at the top of a pole and used to mark a rallying point especially in battle or to serve as an emblem Something established by authority, custom, or general consent as a model or example, such as a a practice or a product, that is widely recognized or employed, especially because of its excellence. Something set up and established by authority as a rule or criteria for judging quantity, weight, extent, value, or quality—a means of determining what a thing should be

What are “content” standards?: 

What are “content” standards? State the broad academic goals of schooling as specific statements of what students should know and be able to do. Specify what students should know at each grade level and, by extension, what teachers should teach. Focus almost entirely academic goals of schooling—less attention to personal development, preparation for work, or citizenship

What are OTTL standards?: 

What are OTTL standards? Specify the sufficiency or quality of the resources, practices, and conditions necessary at each level of the education system to provide teachers and students with what they need to teach and learn the material in the state content standards.

What kinds of things might OTTL standards focus on?: 

What kinds of things might OTTL standards focus on? Curricula, instructional materials, and technologies Teacher capability Professional development Alignment of curriculum, instructional practices, and assessments with content standards Safety and security of the learning environment Non-discriminatory policies, curricula, and instructional practices Other factors that help students receive a fair opportunity to achieve the knowledge and skills in the content standards

What is an indicator?: 

What is an indicator? A statistic that measures something important A measure that provides information about a larger phenomenon or condition that is important, but hard to measure A measure that allows you to compare what you’re measuring to a standard, an earlier time, or another place Provides useful information “at a glance”

Indicators can measure and report both outcomes and opportunities: 

Indicators can measure and report both outcomes and opportunities Outcome indicators Are content standards being met? Are we making progress? Are students/schools/the system doing better or worse? How do we compare? Are outcomes equitable across groups? Opportunity to learn indicators Are OTL standards being met? Are we making progress? Are opportunities for students/schools/the system doing better or worse? Are opportunities equitable across groups?

Example of indicators: 

Example of indicators Academic Outcomes API—scores on STAR tests—800 Passing rates on High School Exit Exam—90% High school dropout/graduation rates—95% 4-year college preparation rates—70% Opportunities to Teach and Learn Percentage of qualified teachers at a school—98% # of students for every advanced placement class—100 # of textbooks per student—e.g., 1-1 Average class size—20/1 # of bathrooms in disrepair--0

Example: Outcome IndicatorAverage Statewide COR 2002 100:69:27: 

Example: Outcome Indicator Average Statewide COR 2002 100:69:27 100 69 27 0 10 20 30 40 50 60 70 80 90 100 9th Graders 98-99 Grads 2002 A-G Grads 2002

Slide17: 

Average Statewide COR 2002: White & Asian: 100:74:34 Latino & African American: 100:64:18

OTTL indicators describe the conditions under which outcomes are achieved: 

OTTL indicators describe the conditions under which outcomes are achieved Grads 9th Graders A-G Grads Admits ? ? ? ?

Example OTTL Indicator:Teacher Quality Index: 

Example OTTL Indicator: Teacher Quality Index A standardized rating system that reflects the credential status and experience level of teachers at each public K-12 school in California.  Schools are rated 1 to 10 based on the % of teachers at the school who are qualified.  Schools with more underqualified teachers have lower TQI ratings.  TQI ratings are reduced in schools with high percentages of beginning teachers (i.e., first and second year). 

Slide22: 

Ken Futernick, 2003 www.edfordemocracy.org/tqi California’s TQI

Slide23: 

Ken Futernick, 2003 www.edfordemocracy.org/tqi The TQI and Student Ethnicity

Slide24: 

Ken Futernick, 2003 www.edfordemocracy.org/tqi The TQI and Student Ethnicity

How can OTTL indicators help policymakers, educators, and the public?: 

How can OTTL indicators help policymakers, educators, and the public? Counter helplessness and blaming of families and students for outcomes Inform policy and professional priorities for resources and reforms Prompt informed public discussion of school quality and the alterable barriers to high quality and equity

Challenging Questions:: 

Challenging Questions: What are OTTL in California’s schools today? What would be useful indicators of OTTL?

High school teachers reporting that a lack of materials limits the effectiveness of their standards-related courses: 

High school teachers reporting that a lack of materials limits the effectiveness of their standards-related courses Human Resources Research Organization, Independent Evaluation of the California High School Exit Examination (CAHSEE): AB 1609 Study Report—Volume 1. CDE: Sacramento, CA, May 1, 2003.

Fewer materials in schools with Latino and African American majorities: 

Fewer materials in schools with Latino and African American majorities greater shortages of textbooks and instructional materials; teachers twice as likely to report available materials to be “only fair” or “poor” quality Harris teacher survey, 2002

AP course offerings: 

Disparities in AP Math and Science Offerings by School Racial Composition % African American # of AP Math/Science Latino Offerings more than 70% 3.8 fewer than 30% 5.3 Data collected by California Department of Education California Basic Educational Data System, 1999 AP course offerings

Time disparities—Concept 6 Schools: 

Time disparities—Concept 6 Schools 355,000 students schools at 150% capacity 3 tracks—2 on campus at any one time long, ill-timed breaks—2 2-month vacations 17 fewer school days median Latino enrollment 84% (34% statewide)

Why aren’t OTTL standards and indicators part of California’s standards-based education system?: 

Why aren’t OTTL standards and indicators part of California’s standards-based education system?

Some history: Roots of OTL in standards reform: 

Some history: Roots of OTL in standards reform International comparisons showed US students near the bottom 1989—Governors Education Summit—national goals 1990/1993—Proposals for systemic, standards-based reform to reach goals 1994—Goals 2000: Improving America’s Schools Act

Systemic standards-based reform:A 3-legged Stool--1990: 

Systemic standards-based reform: A 3-legged Stool--1990 Content standards “Opportunity to Learn” Standards “a quality education as the opportunity to learn well the content” delivery & practice standards Align everything in the system to the standards, including assessments & indicators to provide data about whether standard were being met

Why OTL standards and indicators?: 

Why OTL standards and indicators? Identify what students need to meet content standards Resources, conditions, and practices that reach students—not just $ into the system Establish basic fairness & equity Makes explicit a “floor”/threshold below which it’s not reasonable to assess students meaningfully Specifies what must be provided to all students Make reform/accountability systemic Places responsibility on the system, as well as on teachers and students

What happened to OTL standards? : 

What happened to OTL standards? Professional debates about whether or not states would/should/could micro-manage curriculum and pedagogy Concerns about whether it was possible to define, measure, and collect OTL information for indicators and accountability. Ideological argument that a focus on “inputs” will deflect attention from outcomes, and serve as handy “excuses” for failure

Standards & Test-based Accountability: A 2-Legged Stool--1996: 

Standards & Test-based Accountability: A 2-Legged Stool--1996 Content standards OTL-- resources, conditions and practices Performance standards + high stakes tests

Competing theories of educational improvement: 

Competing theories of educational improvement 3-legged stool (capacity building/learning theory): Clear goals + aligned inputs + good information about performance = high quality, equitable schooling 2-legged stool (incentives/behavioral theory): Clear goals + input deregulation/de-emphasis + incentives (rewards/sanctions/choice) = high quality, equitable schooling

The policy challenge in California:Adding OTTL to the standards-based education system: 

The policy challenge in California: Adding OTTL to the standards-based education system

Restoring the OTTL leg to California’s standards stool: 

Restoring the OTTL leg to California’s standards stool Figure out what OTTL should be guaranteed by the state. Figure out what the Figure out what should be left to the judgment of local communities and schools Figure out how standards and indicators might work at the state and local level

Where is the new governor headed?: 

Where is the new governor headed? Minimizing the role of the state Giving most of the authority to school principals Making sure there is good data/information for accountability and parent choice

So, what could the State do?: 

So, what could the State do? Set state-level “foundational” standards as necessary, but not sufficient for OTTL Build/oversee local capacity to manage and use foundational OTTL for high quality Make foundational OTTL part of statewide accountability Engage local educators and communities with data to inform local OTTL “standards,” foster professional learning, and improve practice

OTTL in the state accountability system—what could be done?: 

OTTL in the state accountability system—what could be done? Determine who is responsible—e.g., ensuring adequate supply, delivery to teachers and students. Collect statewide data for OTTL indicators and an OTTL index Report OTTL for every school along side the API Support and intervene at the appropriate levels to correct problems Assist with local data collection to explore local OTTL, and hold schools accountable to take action Require and support organized community involvement

Setting foundational OTTL standards: 

Setting foundational OTTL standards Determine basic resources, conditions, and tools for safe and decent school environments learning what the content standards require passing the CAHSEE having a fair chance to compete for admission to UC Berkeley or UCLA Achieving other valued state goals Caution: Resist temptation to prescribe the details of practice that transform OTTL into learning

How might “foundational” OTTL standards be set? : 

How might “foundational” OTTL standards be set? Professional judgment: Analyses of the demands of content standards, CAHSEE, and higher ed requirements E.g., analysis of instructional materials, technologies, teacher qualities, and facilities required by standards other valued educational goals Political consensus: Blue ribbon commission (SB 495 names the QEC), public engagement, official adoption, etc.

Candidate foundational OTL standards: what should, but can’t be assumed : 

Candidate foundational OTL standards: what should, but can’t be assumed Qualified (fully certified) teachers in every classroom Standards-aligned textbooks and instructional materials in sufficient supply for use at school and home Instructional time (length of school year/day) College preparatory coursework (including advanced coursework) and prerequisite curriculum Safe, well-maintained, uncrowded facilities

Feasibility of collecting OTL data statewide: 

Feasibility of collecting OTL data statewide Add items to CBEDs teacher survey Out of field assignments Textbooks and Materials Facilities conditions & overcrowding Develop “cover page” student survey as part of CAHSEE Modify CCR and WASC to focus systematically on collecting OTL data Inventory and conduct periodic inspections of facilities—like restaurants Take seriously SARC and 60119 data

Foundational OTTL and learning outcomes: 

Foundational OTTL and learning outcomes Foundational OTTL is necessary, but not sufficient. It can not be seen as the direct “cause” of those outcomes. The “cause” of achievement is located in instruction—how foundational resources are used. OTTL data can guide intervention and support aimed as solving fundamental problems that constrain the “causes” of learning

Beyond foundational OTTL: 

Beyond foundational OTTL OTTL in practice--transforming basic tools into contextually appropriate instruction Districts, schools, and teachers ensuring a match between what is taught, what is tested, the particular school context, and students’ needs

OTTL in practice: 

OTTL in practice Examine how foundational resources are used to create Safe and respectful learning environments Curriculum aligned with content standards Instructional interactions between students & teachers around content that promote learning Use state- and locally generated OTTL information “diagnostically” to guide professional development and improvement of practice Report to and engage the local community in holding the system accountable for high quality, equitable teaching and learning

Rhode Island—SALT (School Accountability for Learning and Teaching): 

Rhode Island—SALT (School Accountability for Learning and Teaching) Information Works! Data from tests, demographic, financial data, combined with bi-annual survey of parents, teachers, and students inform Self study School Improvement Plan School Report night SALT visit—every five years Compact for Learning—agreement with the district and the Department of Education specifying what the district and the department will do to support the school.  Progressive Support & Intervention

Rhode Island Information Works! State Supported Local OTTL: 

Rhode Island Information Works! State Supported Local OTTL School climate indicator school safety expectations that students have for themselves and that teachers have for students respectful relationships between teachers and students whether student behavior is disruptive whether teachers are invested in the success of their students whether students know that they can approach someone in their school to discuss both academic and personal problems

Rhode Island Information Works! State Supported Local OTTL: 

Rhode Island Information Works! State Supported Local OTTL Parental involvement indicator whether families are comfortable in school environments Whether families are fully engaged in supporting their child’s learning (helping with homework, attending conferences, participating in school-improvement activities, and communicating with teachers) whether schools provide ongoing opportunities to communicate with parents whether schools are creative in helping reluctant families feel comfortable working with teachers

Rhode Island Information Works! State Supported Local OTTL Indicators: 

Rhode Island Information Works! State Supported Local OTTL Indicators Instruction indicator whether standards-based and research-based instruction takes place in the school whether teachers are well prepared to implement standards- and research-based instruction barriers that teachers face or the support that they receive as they implement good instructional practices.

Two-tiered OTTL: 

Two-tiered OTTL Foundational OTTL (basic tools) State standards derived by examining content standards & adequacy models Indictors part of state accountability system Trigger state intervention/support at the right level Practice OTTL (informing the transformation of basic tools into successful teaching and learning interactions) State supported through data collection and feedback to schools Used locally and diagnostically Triggers local dialogue/learning informed by research, professional knowledge + context